Some subscribers to the Phys-L might be interested in a recent post
"Re: NCLB Worries Scientists" [Hake (2010)]. The abstract reads:
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ABSTRACT: Michael Martin, in an EDDRA2 post titled "NCLB Worries
Scientists" wrote (paraphrasing): "The 23 April 2010 issue of
'Science' contains a special section 'Science, Language, and
Literacy' <http://tinyurl.com/2b4evld>, wherein it becomes clear that
the current emphasis on achievement testing in the United States is
crippling science and other subjects. . . . The editorial
<http://tinyurl.com/24kxbbg> by Bruce Alberts laments that the very
idea of science has become a subject 'where students memorize facts
about the natural world and, if they are lucky, perform an experiment
or two.'" As an adjunct to Michael's valuable post, I reference the
literacy-related articles in Science's special issue, and quote their
abstracts or summaries, modestly omitting mention of my own 2005
article "Will the No Child Left Behind Act Promote Direct Instruction
of Science?" <http://tinyurl.com/3x85l5>.
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